Exploring the Potential of Large Language Models in Supporting Research in Science Education

PDF (ελληνικά)
Published: Apr 19, 2026
DOI: https://doi.org/10.12681/codiste.9899
Keywords:
large language model artificial intelligence science education chatbot ChatGPT
Athansios Velentzas
Natural Technical University of Athens
https://orcid.org/0000-0002-8197-7205
Ioannis Theodonis
Natural Technical University of Athens
Abstract

This study examines the role of large language models as a tool for supporting the research process in science education. A case study is conducted to explore the potential of artificial intelligence in assisting researchers in the field of science education. A hypothetical scenario is analyzed in which a researcher utilizes the highly advanced ChatGPT platform at all stages of a research project. The findings suggest that ChatGPT can significantly accelerate and support the research process at every stage, from proposing a research topic to writing and reviewing the final paper. Additionally, the study discusses issues related to data validity, scientific reliability, and transparency.


Article Details
  • Section
  • Προφορικές Ανακοινώσεις
Downloads
Download data is not yet available.
References
Biswas S. S. (2023). ChatGPT for Research and Publication: A Step-by-Step Guide. The Journal of Pediatric Pharmacology and Therapeutics, 28(6), 576–584. https://www.doi.org/10.5863/1551-6776-28.6.576
Cabanac, G., Labbé, C., & Magazinov, A. (2021). Tortured phrases: A dubious writing style emerging in science. https://arxiv.org/abs/2107.06751 arXiv preprint arXiv: 2107.06751
Cai, Y., Deng, Q., Lv, T., Zhang W. & Zhou Y. (2024). Impact of GPT on the Academic Ecosystem, Science & Education. https://doi.org/10.1007/s11191-024-00561-9
Cooper, G. (2023). Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology, 32, 444–452. https://doi.org/10.1007/s10956-023-10039-y
De Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305–308. https://doi.org/10.1126/science.1230579
European Commission, Directorate-General for Research and Innovation (2024). Living guidelines on the responsible use of generative AI in research. https://research-and-innovation.ec.europa.eu/document/2b6cf7e5-36ac-41cb-aab5-0d32050143dc_en
Glynn, L. (2024). Suspected Undeclared Use of Artificial Intelligence in the Academic Literature: An Analysis of the Academ-AI Dataset. arXiv preprint arXiv:2411.15218 https://arxiv.org/abs/2411.15218v1
Lin Zhicheng (2023). Why and how to embrace AI such as ChatGPT in your academic life. Royal Society Open Science, 10(8), 10230658. https://doi.org/10.1098/rsos.230658
Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J.M. & López-Meneses, E. (2023) Impact of the Implementation of ChatGPT in Education: A Systematic Review, Computers, 12(8), 153. https://doi.org/10.3390/computers12080153
Onwuagboke, D. B. B. C., Nnajieto, C., Nzeako, R., & Umune, H. (2024). Lecturers’ Awareness of Artificial Intelligence Tools for Teaching and Research in Alvan Ikoku Federal University of Education, Nigeria. African Journal of Humanities and Contemporary Education Research, 17(1), 1-14. https://doi.org/10.62154/ajhcer.2024.017.010420
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat